London Borough of Bromley – Inclusion Support Service
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Contents
Bromley Local Offer – Mainstream SEN ......................................................................................................................................... 3
Autistic Spectrum Disorder (ASD)/Social Communication Difficulties (SCD) (Universal and Targeted Funding) ........................... 4
Autistic Spectrum Disorder (Band 2) .............................................................................................................................................. 7
Autistic Spectrum Disorder (Band 3) .............................................................................................................................................. 9
Autistic Spectrum Disorder (Band 4) ............................................................................................................................................ 11
Social, Emotional and Mental Health (Universal and Targeted Funding) ..................................................................................... 13
Social, Emotional and Mental Health (Band 2) ............................................................................................................................. 15
Social, Emotional and Mental Health (Band 3) ............................................................................................................................. 16
Social, Emotional and Mental Health (Band 4) ............................................................................................................................. 17
Cognition and Learning (Universal and Targeted Funding) .......................................................................................................... 18
Cognition and Learning (Band 2) ................................................................................................................................................. 20
Cognition and Learning (Band 3) ................................................................................................................................................. 21
Cognition and Learning (Band 4) ................................................................................................................................................. 22
Specific Learning Difficulties (Universal Funding) ........................................................................................................................ 23
Specific Learning Difficulties (Targeted Funding) ......................................................................................................................... 25
Specific Learning Difficulties (Band 2) .......................................................................................................................................... 27
Speech, Language and Communication (Universal and Targeted Funding) ................................................................................ 28
Speech, Language and Communication (Band 2) ........................................................................................................................ 30
Speech, Language and Communication (Band 3) ........................................................................................................................ 32
Speech, Language and Communication (Band 4) ........................................................................................................................ 34
London Borough of Bromley – Inclusion Support Service
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Sensory – Hearing Impairment (Universal and Targeted Funding) .............................................................................................. 35
Sensory – Hearing Impairment (Band 2 and Band 3) ................................................................................................................... 38
Sensory – Hearing Impairment (Band 4) ...................................................................................................................................... 39
Sensory – Visual Impairment (Universal and Targeted Funding) ................................................................................................. 42
Sensory – Visual Impairment (Band 2) ......................................................................................................................................... 44
Sensory – Visual Impairment (Band 3) ......................................................................................................................................... 46
Sensory – Visual Impairment (Band 4) ......................................................................................................................................... 47
PLEASE NOTE:
This document may be subject to revision once the Children & Families Bill becomes law and the final Code of Practice is issued.
Bromley Local Offer – Mainstream SEN Banded Funding Levels London Borough of Bromley – Inclusion Support Service
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Bromley Local Offer – Mainstream SEN Banded Funding Levels
Universal Funding
Targeted Funding Band 1 Notional SEN Budget
Entitlement for all pupils funded through the AWPU (up to approx £4000 pa). Characterised by the 'Quality First Teaching' concept designed to include all pupils
The Notional SEN budget Local authorities must allocate funding for low cost, high incidence SEN, and are required to give mainstream schools a notional SEN budget. The formula for this allocation has been agreed by Schools Forum and notional budgets have been sent to schools. It is from this notional budget that mainstream schools will be expected to:
a. meet the needs of all pupils with low cost, high incidence SEN; and b. contribute up to £6000 towards the costs of provision for pupils with higher needs (including those with high
cost, low incidence SEN ie those pupils with a Statement of SEN).
This is broadly equivalent to Bromley matrix level 5 and 12 hours of individual support from an LSA. Specialist Funding Band 2 - £2000 High Needs Block
Top up funding from the LA for pupils with more complex, high cost needs. NB: From this point an EHC Plan should be considered for pupils whose needs are wider than education.
Band 3 - £4000 High Needs Block
Further top up funding from the LA for pupils with significant complex, high cost needs.
Band 4 - £6000 High Needs Block
Further top up funding from the LA for pupils with severe complex, high cost needs. NB: From this point an EHC Plan should be considered for all pupils.
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Autistic Spectrum Disorder (ASD) / Social Communication Difficulties (SCD) London Borough of Bromley – Inclusion Support Service
Autistic Spectrum Disorder (ASD)/Social Communication Difficulties (SCD) (Universal and Targeted Funding)
Common Characteristics Persistent deficits in social communication and interaction; restrictive, repetitive and stereotyped patterns of behaviour, interests and actions and reactive to sensory input or unusual interest in sensory aspects of the environment leading to anxiety within the school setting.
Assessment, Targets & Review:
Assessment to include observation in a variety of situations during the school day and across the school environments, and may include information from before and after school provisions and extra-curricular activities. All significant adults including parents, should contribute and share key information as part of assessment process
Individual provision map / IEP shows all “additional to” and “different from” provision
Request for additional advice/support from Specialist Support Services for example Social Communication Service and Educational Psychology Service
Referrals to appropriate services for example, Speech and Language Therapy Service, Occupational Therapy Service, Community Paediatric Team
School co-ordinates involvement of range of agencies to facilitate good communication and sharing of information between all agencies involved with child and parents/carers
Thresholds: Universal Deficits in social communication and interaction Marked impairment in
use of non-verbal communicative behaviours e.g. eye contact, facial expression, body language, gesture
conversation skills
aspects of speech e.g. unusual intonation, volume, rate, echolalia and idiosyncratic phrases
literal use and interpretation of language
processing information leading to difficulties in understanding and following instructions
establishing and maintaining peer relationships
spontaneous seeking to share enjoyment, interests or achievements and tendency to withdraw from social situations
spontaneous imaginative or co-operative play
understanding and responding to social situations and usual environmental cues
negotiating and compromising in social situations
the awareness of the emotions of themselves and others
Restrictive, repetitive and stereotyped patterns of behaviour interests and actions
Repetitive motor mannerisms
Fixated and/or obsessional interests
Difficulty in coping with change and with transitions
Unusual sensory interests or sensitivities
Strong desire to follow own agenda
Frequently unresponsive to adult direction
Difficulty in generalising skills and knowledge from one context to another
Inflexible thought patterns
Unresponsive to social praise and usual reward systems
Highly egocentric behaviour Possible accompanying difficulties:
Movement, motor coordination, clumsiness
Attention
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Autistic Spectrum Disorder (ASD) / Social Communication Difficulties (SCD) London Borough of Bromley – Inclusion Support Service
Autistic Spectrum Disorder (ASD)/Social Communication Difficulties (SCD) (Universal Funding)
Intervention, Equipment and Resources: Given the wide range of presenting features of pupils with ASD/SCD the following is designed as a guide and is neither definitive nor exhaustive. Universal
School has clear development plan for whole school staff training in ASD/SCD
School staff have undertaken relevant training and are demonstrating a clear understanding of the individual needs of the young person with ASD
Appropriate strategies and approaches have been implemented by the school to support the pupils with ASD/SCD
Consistency established/created within the learning environment, unstructured times and when pupil is participating in extra-curricular activities
Use of visual support systems including visual timetables, checklists, symbols and objects of reference
All school staff are aware of the need to use simple language and emphasise key points and allow the pupil time to process verbal information
All school staff to adapt their teaching to take account of pupil’s literal interpretation of language/difficulty with inference
All school staff are aware of the need for consistency in routines, rules, and the language used to explain these as well as the need for preparation for change
All school staff are aware of the need for clear expectations for behaviour and consistent systems for specific praise and consequences
Staff awareness of pupil sensory sensitivity and linked behaviour. Appropriate adaptations are made to the environment
Recognition of the stress/anxiety that ASD pupils may experience. Appropriate support systems are in place.
Understanding of vulnerability to bullying and the need to monitor this carefully
School and parents work in partnership in order to share information
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Autistic Spectrum Disorder (ASD) / Social Communication Difficulties (SCD) London Borough of Bromley – Inclusion Support Service
Autistic Spectrum Disorder (Targeted funding)
Intervention, Equipment and Resources:
Curriculum to be differentiated to take into account specific areas of difficulties e.g. tasks that involve imagination and understanding of feelings
Classroom supports including use of visual timetable, visual prompts and/or instruction sheets, visually identified expectations and teaching outcomes, such as
the use of task modelling and work frames
Support to develop comprehension skills, including prediction and inference in reading
Careful scaffolding of curricular language and subject specific vocabulary
Support in organising and coordinating written work and opportunities for use of alternative methods of recording
Access to small group work with an additional adult
Specific teaching of subject specific vocabulary, inference, attention and listening skills and knowing when to respond
Access to ‘safe-space’ for difficult times
Access to a dedicated space e.g. work station or particular activity for difficult times e.g. a known activity that is calming for the child
Strategies to reduce unusual responses to sensory or information overload, such as work breaks
Strategies to promote social awareness and understanding such as social stories and comic strip conversations
Strategies to facilitate transitions within the school day
Well developed and planned strategies to support and facilitate transition from one setting (year group, teacher, key stage, school) to another eg use of pupil
profiles/pen portraits/files of coping strategies
Use of meaningful and motivating rewards linked to their areas of special interests and recognition of achievements
Peer support systems and/or additional adult support, particularly at unstructured times e.g. buddy systems or circle of friends
Flexible grouping arrangements to promote social interaction, language use and understanding
Consideration of needs when out of school in unfamiliar environments and provision of appropriate support and preparation
Direct teaching of social skills within a small group setting with support to generalise skills into the wider school environment
Specific teaching of social skills and enhanced pastoral and break/lunchtime support to ameliorate social interaction difficulties
Specific teaching of play
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Autistic Spectrum Disorder (ASD) / Social Communication Difficulties (SCD) London Borough of Bromley – Inclusion Support Service
Autistic Spectrum Disorder (Band 2)
Assessment, Targets & Review:
Reviews of progress, at least twice yearly to include parents/carers, young person, support service personnel and any other agencies involved
Typically appropriate for interventions to take place over a minimum of 2 terms with young person
Thresholds: Needs as previously listed under Universal and Targeted funding and in addition: Access
Pupil’s progress is not in line with age and ability
Limited ability to work independently
Limited ability to work with a partner or small group
Limited ability to access the social environment of the school
Limited ability to follow adult direction and engage in adult led task
Poor listening and concentration
Barriers
Pupil may have limited communication skills
Pupil’s sensory sensitivities present a barrier to their learning and ability to function within the school
Pupil’s obsessional behaviour presents a barrier to their learning and ability to function within the
school
Limited ability to manage and regulate their own emotions
Limited ability to recognise emotions in others
Limited ability to understand the impact of their actions on others
Pupil tends to be socially isolated and is vulnerable
Pupil’s anxiety presents a barrier to their learning and ability to function within the school
Pupil may withdraw into their own world
Modifications
Pupil will require modifications to the learning environment
Pupil will require modifications to the social environment
Evidence that strategies recommended by the SCS and EP have been put in place
Impact on other pupil’s learning
Pupil’s behaviour impacts on other learners
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Autistic Spectrum Disorder (ASD) / Social Communication Difficulties (SCD) London Borough of Bromley – Inclusion Support Service
Autistic Spectrum Disorder (Band 2)
Intervention, Equipment & Resources Given the wide range of presenting features of pupils with ASD/SCD the following is designed as a guide and is neither definitive nor exhaustive. As previously listed in Universal and Targeted Funding and in addition:
Teaching and learning strategies informed by professional advice e.g. specialist advisory teacher, SALT, EP
Staff working directly with the pupil have undertaken an enhanced level of ASD training
Access to a designated workstation for focused work/activities
Use of an individualised visual timetable that is simplified into a ‘now.../next…’ format
Alternative methods of recording work
Daily opportunities to discuss young person’s own planning, organisation and task-completion skills. Teaching of strategies to enable young person to become
increasingly self-organised and independent. Support to implement these strategies in different environments
Strategies to ensure that the pupil has understood information and whole class instructions
Daily mentoring to discuss/review day
Designated time to work on specific programmes recommended by supporting professionals
Heightened level of rewards/reinforcements
Regular opportunities for school staff to observe behaviour, analyse this and modify teaching strategies
Regular opportunities for relaxation sessions
Support plan in place for less structured times of the school day which address the pupil’s individual needs
Strategies in place to support the pupil to understand and manage their own emotions and resulting behaviour
Use of a social skills programme which is tailored to meet the pupil’s individual needs focusing on specific targets
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Autistic Spectrum Disorder (ASD) / Social Communication Difficulties (SCD) London Borough of Bromley – Inclusion Support Service
Autistic Spectrum Disorder (Band 3)
Assessment, Targets & Review:
Reviews of progress, at least twice yearly to include parents/carers, young person, support service personnel and any other agencies involved with young person
Typically appropriate for interventions to take place over a minimum of 2 terms
Thresholds: Needs as previously listed under Universal and Targeted funding and in addition: Access
Pupil’s progress is significantly below level expected on basis of age and ability
Severely limited ability to work independently
Severely limited ability to work with a partner or small group
Severely limited ability to access the social environment of the school
Severely limited ability to follow adult direction and engage in adult led task
Severe difficulties with listening and concentration Barriers
Pupil may have limited communication skills which could have an impact on access to the curriculum and social relationships
Pupil experiences an extreme level of sensory sensitivity which presents a significant barrier to their learning and ability to function within the school
Pupil’s marked obsessional behaviour presents a significant barrier to their learning and ability to function within the school
Severely limited ability to manage and regulate their own emotions leading to outbursts of challenging and severely disruptive behaviour
Severely limited ability to understand the impact of their actions on others
Severely limited ability to recognise emotions in others leading to extreme difficulty in forming relationships
Pupil is socially isolated, may be easily led and is vulnerable to bullying
Pupil’s marked anxiety and resulting distress presents a significant barrier to their learning and ability to function within the school
Pupil frequently withdraws into their own world Modifications
Pupil will require significant modifications to the learning environment
Pupil will require significant modifications to the social environment
Evidence that strategies recommended by the SCS and EP have been put in place Impact on other pupil’s learning
Pupil’s behaviour has a significant impact on other learners
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Autistic Spectrum Disorder (ASD) / Social Communication Difficulties (SCD) London Borough of Bromley – Inclusion Support Service
Autistic Spectrum Disorder (Band 3)
Interventions, Equipment and Resources Given the wide range of presenting features of pupils with ASD/SCD the following is designed as a guide and is neither definitive nor exhaustive
Individualised curriculum based on assessment of needs and informed by professional advice
Strategies to begin to develop areas of independence when working
Level of need indicates a specialist environment may be necessary
Help in using augmentative and alternative means of communication (Makaton/Use of symbols/PECS)
Opportunities for staff training for positive management of challenging behaviour
Strategies in place to reduce anxiety levels
Strategies in place to promote active social inclusion within the whole school environment
Structured programme in place to develop the pupil’s social skills throughout the school day
Support to develop self-help skills where necessary
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Autistic Spectrum Disorder (ASD) / Social Communication Difficulties (SCD) London Borough of Bromley – Inclusion Support Service
Autistic Spectrum Disorder (Band 4)
Assessment, Targets & Review:
Reviews of progress, at least twice yearly to include parents/carers, young person, support service personnel and any other agencies involved with young person
Typically appropriate for interventions to take place over a minimum of 2 terms
Thresholds: Needs as previously listed under Universal and Targeted funding and in addition: Access
Pupil’s progress is severely below level expected on basis of age and ability
Inability to work independently
Inability to work with a partner or small group
Inability to access the social environment of the school
Inability to follow adult direction and engage in adult led task
Profound difficulties with listening and concentration Barriers
Pupil has limited communication skills which has a significant impact on access to the curriculum and social relationships
Pupil experiences an extreme level of sensory sensitivity which presents a severe barrier to their learning and ability to function within the school
Pupil’s extreme obsessional behaviour presents a severe barrier to their learning and ability to function within the school
Inability to manage and regulate their own emotions leading to outbursts of challenging and severely disruptive behaviour
Inability to understand the impact of their actions on others
Inability to recognise emotions in others leading to extreme difficulty in forming relationships
Pupil is socially isolated, easily led and vulnerable to bullying
Pupil’s extreme anxiety and resulting distress presents a severe barrier to their learning and ability to function within the school
Pupil withdraws into their own world Modifications
Pupil will require substantial modifications to the learning environment
Pupil will require substantial modifications to the social environment
Evidence that strategies recommended by the SCS and EP have been put in place Impact on other pupil’s learning
Pupil’s behaviour has a severe impact on other learners
Heightened levels of anxiety resulting in physical and/or aggressive outbursts
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Autistic Spectrum Disorder (ASD) / Social Communication Difficulties (SCD) London Borough of Bromley – Inclusion Support Service
Autistic Spectrum Disorder (Band 4)
Interventions, Equipment and Resources: Given the wide range of presenting features of pupils with ASD/SCD the following is designed as a guide and is neither definitive nor exhaustive.
Individualised curriculum based on assessment of needs and informed by professional advice
Needs would be best met within a specialist environment
Social, Emotional and Mental Health London Borough of Bromley – Inclusion Support Service
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Social, Emotional and Mental Health (Universal and Targeted Funding)
Common Characteristics Social, emotional and mental health needs are multi-variant and often complex and can indicate unmet emotional, developmental and educational needs. These may include lack of emotional containment due to complex and/or chronic family difficulties this may include: domestic violence, abuse, sexualised behaviour and other childhood traumas. Challenging and disruptive behaviour can be a reflection of social, mental and emotional health needs. Social, emotional and behavioural development needs change over time and across different settings. Behaviour is dependent on the context in which it occurs and will change from one context to another. The differences in responses from situation to situation can usefully highlight the environmental factors that influence a CYP’s behaviour and inform the development of strategies to manage it. ● Underdeveloped skills in listening and verbal communication ● failure to make progress accompanied by signs of mood swings, frustration, non-co-operation, withdrawal or isolation, disillusionment or non-attendance ● difficulty with social relationships including peer/group relationships which affect classroom dynamics and require teacher intervention ● difficulty acquiring and applying basic social skills ● emotional immaturity ● low self-esteem ● lack of confidence in ability to cope with new demands and change to routines
Assessment, Targets & Review: Class/form teacher in discussion with SENCo takes lead in assessment of
difficulties
school/classroom context
need for different approaches to learning
peer relationships and interactions eg in relation to seating arrangements
Assessment to include:
Learning difficulties including speech & language screening
Vulnerability rating
observations, ABC charts, shadowing and checklists, questionnaires and profiles (see suggested tests)
Possible one-off consultation advice from external specialist with monitoring and reviewing as appropriate
Consultation / advice sought from EP
Information from parents / carers sought so that schools can work in partnership from outset
Individual targets set
Thresholds: Universal Progress through NC affected by social and/or behavioural difficulties due to:
Lack of range of social skills (turn taking, working co-operatively, accepting ideas from others)
Poor view of self and low self-confidence, difficulty in working independently
Unsettled behaviour in class, limited concentration and organisation in relation to age expectations
May avoid or become upset when faced with new/unfamiliar tasks or people
May frequently challenge teachers’ requests but will back down
Frequent attention-seeking behaviour, often inappropriate or mildly challenging
Seeks to gain and maintain frequent close physical contact with adults (generally primary aged children)
Overreacts when disapproval is shown, attention withdrawn or when thwarted
Appears to lack motivation, requiring frequent encouragement to stay on task
Flits between activities and materials with little attention (younger children)
No regular group of friends
Reluctance to attend school Targeted Funding
Unsettled & disruptive behaviour in class interrupting progress of lesson
Loss of temper or tantrums
Difficulty maintaining relationships with members of staff eg more than once daily refuses to complete work, challenge teachers’ requests but sometimes backs down
Difficulty retaining relationships with pupils eg minor scuffles in playground or classroom
Victim of bullying or intimidation or bullies or intimidates others
Social isolation, usually appearing to be on the edge of activities
High demand of adult attention
Easily rebuffed and sensitive to disapproval
Sullen, resentful and unhappy attitude and mood
High self-criticism; puts self down
Lack of self-regulation
School refuser Pupils who internalise may exhibit fewer symptoms but be equally vulnerable
Social, Emotional and Mental Health London Borough of Bromley – Inclusion Support Service
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Social, Emotional and Mental Health (Universal and Targeted Funding)
Interventions, Equipment and Resources: All staff working with the student must have access to, and evidence of, at least basic training in meeting the needs of pupils with social, emotional and mental health needs. Given the wide range of presenting features of pupils with social, emotional and mental health difficulties, the following is designed as a guide and is neither definitive nor exhaustive.
School has clear policy for promoting social, emotional, mental health and behaviour which is based on positive reinforcement and applied consistently by all staff
Policy highlights importance of valuing all young people and establishing relationships
School ensures that sanctions for inappropriate behaviour do not compromise a pupil’s entitlement to a broad and balanced curriculum
School has common language to describe behaviour
School has clear, positively worded Code of Conduct agreed by staff, pupils and parents
Senior Leaders and all staff model positive behaviour and social skills they expect pupils to use
Induction of new staff includes specific introduction to the policy for promoting positive social, emotional and mental health and behaviour
All staff supported to know how to exercise individual responsibility in implementation of school behaviour policy
Staff understand how to modify and differentiate whole school policy for promoting positive social, emotional and mental health, behaviour and attendance to take account of individual needs. This is applied in all areas of schools life, including extended services, out of school learning and study support
o Provide access to broad, balanced curriculum o Active learning approaches o Additional opportunities for physical activity o Access to grouping that enables pupil to work with peers who provide good role models for social interaction and appropriate behaviour o Evidence of appropriate differentiation to ensure CYP who experience social, emotional, mental health difficulties do not experience curricular
barriers to learning o Alternative or reduced methods of recording such as voice recording or amended worksheets o Specific short-term project targeted at skill development (eg anger management, self-esteem) o Specific skill developmental of individual targets (eg complete tasks within a given time, co-operate in turn taking game) o Record keeping on regular basis of input and progress (eg behaviour diary, home-school book) o Access to specialist equipment and ICT as necessary o Staff adapt teaching approaches (eg cuing young person in with name and individual instruction) o CYP provided with the opportunity to adapt and reflect on own behaviour (eg use of self-monitoring diary) o Routine use of peer support (eg circle of friends, peer mentoring, buddy system) o Adult support on ‘ad hoc’ basis (eg occasional mentoring or pastoral support) o Form tutor/learning mentor or equivalent responsible for working with CYP on daily basis (eg couple of minutes before school to outline day,
checking right equipment etc) o Planning / delivering individualised programme (eg individual behaviour targets programme) o Parental reinforcement at home (eg rewards to support behaviour programme etc) o Supervision outside lesson time (eg doing ‘job’ for admin staff) o Individual praise from HT, SMT as appropriate, for work, targets met etc o Liaison with and involvement of midday supervisors to ensure consistency of approach and implementation of targets o SEAL small group activities o Access to therapeutic intervention in individual/small group setting (eg counsellor, play therapist) o Other small group activities
Social, Emotional and Mental Health London Borough of Bromley – Inclusion Support Service
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Social, Emotional and Mental Health (Band 2)
Common Characteristics Covers a range of social, emotional, mental health needs identified through formal assessment and may include diagnosed specific conditions requiring significant, regular additional adult support and professional intervention to access the majority of learning activities and to sustain concentration.
Assessment, Targets & Review: Monitoring and tracking system in
place
External services undertake
specialist assessments, discuss
progress and give advice
Preferably ½ termly, but at least
termly review of targets and progress
with advisory teacher or EP through
discussion or more in-depth review
Longer term planning with shorter
individual targets
Relevant staff to plan, record and
evaluate progress on weekly basis
Thresholds: Unsettled, disruptive behaviour in class (eg fights with other pupils with little provocation or deliberately
shouts above teacher to gain attention)
Frequently loses temper or has tantrums (younger pupils)
Has difficulties maintaining relationships with members of staff (eg avoids engaging in work, may challenge
teachers in verbally aggressive manner)
Frequent aggressive confrontation with peers
Remembers confrontations, ‘bears a grudge’ seeks revenge
Seeks affection, approval and reassurance repeated but appears to remain insecure
Highly competitive in search for attention
Destroys own work or hard won social achievements
Demonstrates extremely low self-esteem and emotional neediness through social withdrawal
Demonstrates anxiety; clings, is tearful
Self-harm
Emotional trauma
Attendance may need to be monitored
Interventions, Equipment & Resources Teaching should take account of identified barriers to learning
Specifically focussed individual programmes targeted at areas of difficulty
Targeted group work (social skills, emotional well-being, self-esteem) devised in conjunction with Inclusion Support and/or other agencies
Individualised arrangements for break, lunchtimes and other less supervised times (eg lunchtime club)
Parents involved so that they can support targets in the home
Regular time with named member of staff for pastoral/mentoring support, specific praise or feedback about any improved behaviour
Active provision management to meet a range of young people’s needs within reasonable time frame
Targeted support for longer periods of time via individual, paired or small group work
Therapeutic stories
Circle of friends
Nurture groups
Therapeutic intervention as recommended by CAMHS
Social, Emotional and Mental Health London Borough of Bromley – Inclusion Support Service
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Social, Emotional and Mental Health (Band 3)
Common Characteristics Social, emotional, mental health needs requiring planned positive/restrictive intervention/uncontrolled mental health disorder (eg ADHD, OCD, ASD, GAD-General Anxiety Disorder, CD-Conduct Disorder) ie medication required or taken but not effectively controlling behaviour in school.
Assessment, Targets & Review: Behaviour management based on
detailed analysis of antecedents and
contextual factors which inform a
regularly updated programme
Preferably ½ termly, but at least termly
review of targets and progress with
advisory teacher, health professional or
EP through discussion or more in-depth
review
Implementation of the programme should
be supported by regular consultation with
parents/carers and professionals as
appropriate
Thresholds: Frequent and significantly challenging and disruptive behaviour which includes refusal to accept
teachers’ sanctions
Behaviour outbursts generally on a daily basis
Has significant difficulty in following basic classroom routines and is exceptionally restless and
inattentive for much of the school day
Aggressive confrontations with peers at least daily or less frequent but particularly volatile. Has few
constructive relationships with peers and seems isolated
Unpredictable emotional outbursts including temper tantrums when thwarted, criticised or touched
Withdrawn; relating to others at minimal level tending to resist attempts to engage pupil
Response to praise is to disparage or sometimes destroy work for which pupil is being complemented
Shows evidence of very frequent need for reassurance but remains anxious after this has been
provided
Shows high level of disaffection or anxiety which impacts on attendance
Planned programmes have significant resource implications for the school (including diagnosed
ADHD)
Equipment & Resources All staff will have access to, and evidence of, regular opportunities for enhanced training in social, emotional and mental health needs. Staff should have access to support facilities eg work discussion groups.
Teachers’ curriculum delivery recognises emotional needs of particularly vulnerable pupils
Very detailed guidance to all staff who work with pupil, facilitating development of coherent and consistent approaches
Regular opportunities for individual or small group withdrawal sessions to address needs
Adult support available at times of difficulty to prevent escalation of problems. Flexible deployment of staff at moments of crisis may be necessary
Intensive adult support to develop and maintain consistent and on-task behaviour
Key worker to plan and monitor structured behaviour programmed and meet pupil daily
Social, Emotional and Mental Health London Borough of Bromley – Inclusion Support Service
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Social, Emotional and Mental Health (Band 4)
Common Characteristics Severe social, emotional, mental health needs including Attention Deficit Hyperactivity Disorder (uncontrolled) with significant challenging behaviour. Pupil requires constant supervision to ensure their own safety and that of peers and/or adults with positive, restrictive intervention strategies employed on a regular basis. This band includes pupils with diagnosed ADHD not effectively medically controlled and requiring regular, one-to-one adult support to access the majority of learning activities and to sustain concentration.
Assessment, Targets & Review: More complex analysis of problems
leading to tightly structured behavioural
targets
At least ½ termly review of targets and
progress with advisory teacher, health
professional or EP through discussion or
more in depth review.
Regular consultation with parents/carers
to develop consistent approaches
Thresholds: Positive, restrictive interventions strategies employed on regular basis
Progress through NC levels very seriously affected by emotional, social and behavioural difficulties
Very provocative, aggressive and confrontational behaviour which can include verbal and physical
aggression towards peers and staff
Loses temper frequently during the day or in younger children, has frequent tantrums. Outbursts can
be prolonged and difficult for staff to manage
Poor relationships with most staff, disruptive in most lessons and unwilling to comply with teachers’
requests
Refuses to acknowledge responsibility for inappropriate behaviour despite objective evidence
Has very few positive relationships with peers, has frequent disputes and fights and is known to bully
Lacks confidence and independence and dependent on other children. Very rarely volunteers a
positive response in class
Very withdrawn, social contact with other pupils is very limited; appears isolated and has no friendship
group in school
Readily shows signs of anxiety if demands are made or routines change
Evidence of being bullied
Equipment and Resources: Detailed programme to which all agencies concerned with the pupil contribute
Intensive adult support to develop and maintain consistent and on-task behaviour
Attendance monitored if necessary
Access to small group teaching to address significant needs
Access to key member of staff on daily basis who can monitor, support and be available in a crisis
Staff with knowledge, skills and understanding of the emotional needs of challenging pupils
Adult support may need to be deployed flexibly to support reintegration in cases of chronic non-school attendance
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Cognition and Learning London Borough of Bromley – Inclusion Support Service
Cognition and Learning (Universal and Targeted Funding)
Common Characteristics Mild and moderate Learning Difficulties (MLD)
Significant problems across the majority of the curriculum. General level of development and academic attainment significantly below that of their peers. In
many cases difficulties will include speech and/or language developmental delay. May also have poor social skills and/or signs of emotional and behavioural
difficulties.
Severe or Profound
Normally identified before statutory school age. Most likely to be working at P levels or L1 up to school leaving age.
Specific Learning Difficulties (SpLD)
See separate guidance
Assessment, Targets & Review: Class/form teacher in discussion with SENCO takes lead in assessment of
difficulties
school/classroom context
need for different approaches to learning
Assessment to include:
Continuous assessment. Standardised tests, diagnostic tools, routine screening
Possible 1-off consultation from external specialist
Individual targets set
Information from parents/carers
Thresholds: Universal:
Standardised scores of 81 / 10th centile or below on a range of recognised tests
Slow acquisition of reading, writing and numeracy skills after minimum of two terms in full-time education
Delays in language acquisition in line with overall academic development
Difficulty acquiring and applying new skills.
Unable to generalise new skills without support Core:
Standardised score of 76 / 5th centile or below on a range of recognised tests
Persistent delay in acquisition of basic skills
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Cognition and Learning London Borough of Bromley – Inclusion Support Service
Cognition and Learning (Universal and Targeted Funding)
Intervention, Equipment and Resources: All staff working with the student must have access to, and evidence of, at least basic training in meeting the needs of pupils with learning difficulties Given the wide range of presenting features of pupils with general learning difficulties the following is designed as a guide and is neither definitive nor exhaustive.
Nurturing environment with opportunities for learning through play (EY/primary) and small group experiences in safe, secure place (secondary)
Quiet, low sensory environment to assist concentration and learning
Extra take-up time to respond to questions or contribute to group discussion
Extra time for activities (including self-help)
Practical, experiential learning including work with concrete/visual materials and objects of reference to establish concepts and skills
Opportunities to transfer/generalise learning in different contexts
Access to groups where working with peers of similar level
Access to grouping enabling CYP to work with peers providing good role models for language and communication skills and for co-operative and independent
application to task
Clear class room routines supported by visual cues
Strategies to develop and extend listening and attention
Flexibility in timetabling (reduced movement from different classes or leaving classes to avoid crowds at transition points)
Access to simple, everyday assistive devices to aid access to the curriculum (dycem, sloping writing surface, pencil grips, range of scissors)
Additional activities to develop fine/gross motor skills where these are part of general pattern of difficulties
Strategies to support problem solving and development of concepts
Programmes to help with sequencing and organisational skills
Additional activities to develop mark making / fluent handwriting / word processing skills
Alternative forms of recording to enable CYP to demonstrate knowledge without need for extended written work
Tutor/mentor to support organisational skills
Strategies and support materials to compensate for weak memory skills
Alternative accreditation
Timetable allows for reduced options
Access to homework support
Time-limited intervention groups
Recognition of stress and unhappiness that learning needs can cause
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Cognition and Learning London Borough of Bromley – Inclusion Support Service
Cognition and Learning (Band 2)
Assessment, Targets & Review: Specialist assessment by external service,
discuss progress and give advice
EP report
Possible medical diagnosis
Parents/carers and young person to be included at least twice a year.
At least twice yearly review of individual targets
Longer term planning with shorter targets to ensure progress
Time available weekly for relevant staff to plan, record and evaluate progress
Focussed targets / programme devised in conjunction with Inclusion Support and/or other agencies (eg SALT)
SENCO to be fully aware of programme content and teaching approaches to monitor delivery
Thresholds:
Standardised scores of 70 / 2nd centile or below on a range of recognised tests
Significantly greater difficulties in most developmental and curricular areas than at universal or
Targetedthresholds
In addition, significant difficulty with:
rate of progress
retaining skills and information
generalising skills
staying on task / attention
confidence
organisation
Interventions: Extra individual direct teaching sessions for short periods with focus on core skills and collaborative learning
Individually prepared materials using some pictorial presentation in place of written text
Small group support to develop basic curriculum skills
Wider ranging support to address global difficulties
Developmental programme to develop pre-requisite skills eg pencil and scissor control
Developmental programme to enhance personal and self-help skills
Advice and support from outside agencies to develop programmes, strategies and approaches in collaboration with school
Physical environment methodically organised, well-defined and labelled using writing, visuals and tactile markers
Additional communication strategies use of augmentative sign systems (eg Makaton) and use of symbols
Opportunities for small group work within classroom or withdrawal to address learning needs as appropriate
Well developed and planned strategies to support and facilitate transitions within school day
Focus on development of social skills, emotional well-being and enhancement of self-esteem
Careful choice of working and social partners and groups to facilitate social interaction
Rewards and recognition for effort
Dedicated space or particular activity for difficult times
Provision and use of specialist ICT for access and communication
Access Arrangements, together with time to develop discrete skills associated with their use
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Cognition and Learning London Borough of Bromley – Inclusion Support Service
Cognition and Learning (Band 3)
Assessment, Targets & Review:
Individual targets will need to address:
Self-organisation, following routines
Immature behaviour and social skills
Fine or gross motor control
Self-confidence and independence
Attention and concentration
Expressive and receptive language
Independence and choice
Thresholds:
Standardised scores of 67 (1%) or below on a range of recognised tests
In addition to characteristics at Band 2, pupils will have difficulties in most areas of the National Curriculum.
May also have difficulties with:
Self-organisation, following routines, managing equipment
Immature behaviour and social skills
Fine or gross motor control
Self-confidence and independence
Attention, concentration
Expressive and receptive language
Interventions: All strategies previously outlined will be consulted
School engages in significant training re general learning needs
School co-ordinates the involvement of a range of agencies to facilitate the provision of all educational and non-education provision
School engages in joint planning and provision of differentiated approaches and materials in advance of lessons
School support provision of different types of learning experience, individual, small group, review and reflection to ensure curriculum access and discrete skills teaching can take place
May need alternative means of communication to access the curriculum
Will need more 1:1 or small group work
Will need support for presentation of new tasks
Will need higher level of support in class to access the curriculum, stay on task and achieve
May require adults skilled in alternative means of communication
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Cognition and Learning London Borough of Bromley – Inclusion Support Service
Cognition and Learning (Band 4)
Assessment, Targets & Review: Individual targets will need to address:
Self-organisation, following routines
Immature behaviour and social skills
Fine or gross motor control
Self-confidence and independence
Attention and concentration
Expressive and receptive language
Independence and choice
Thresholds: SLD / PMLD
FSIQ <60 (0.5%) Working at pre-NC levels in some or all areas
In addition to characteristics at Band 3, pupils will have significant cognitive difficulties and developmental
delay in a number of areas. May have additional needs including basic self-help. May have severe difficulty in
accessing most areas of the curriculum independently.
Will also have significant difficulties with one or more of the following:
Self-organisation
Social competence
Attention, concentration
Expressive and receptive language
Self-care
Interventions: All strategies previously outlined will be consulted
Curriculum access and response achieved through high levels of adult support
Sophisticated task analysis for individual targets; ie finely graded steps with carefully controlled cues and rewards
Highly structured predictable routine in which work is presented in very small incremental steps
Programmes should have in-built opportunities for choice, success reward
Weekly review and consultation on individual teaching plans to set and monitor attainable targets
May need to use sensory approaches across the curriculum
Needs frequently met in special school provision
Likely to need some forms of therapy
Will need adult support to understand impact of their behaviour and social interaction and to develop greater social competence
Will need considerable training and support to develop independent self-help, mobility and communication
Very likely to need access to specialist resources eg speech and language therapy, physiotherapy, hydrotherapy etc
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Specific Learning Difficulties London Borough of Bromley – Inclusion Support Service
Specific Learning Difficulties (Universal Funding)
Common Characteristics Children and Young People (CYP) with specific learning difficulties vary in terms of the nature and severity of their difficulties. They will display a variety of patterns of difficulty and achievement. CYP are likely to experience difficulties in word reading and spelling and/or developing mathematical abilities and/or motor skills and coordination. Many experience difficulties working with sounds in words (phonological processing) and/or information processing which may affect progress in other areas such as mathematics. Labels such as dyslexia, dyscalculia and developmental co-ordination disorder (DCD) may be used.
• Organising what they want to say to convey meaning • Following instructions • Very poor organisational skills • Great problems retaining basic sight vocabulary
• Very weak phonological skills • Great difficulty with spelling, writing and presentation of work • Difficulty developing basic number concepts
• Short term and working memory difficulties • Poor fine and/or gross motor skills • Poor visual discrimination • Problems with sequencing • Poor metacognitive
awareness • Poor self-esteem
Assessment, Targets & Review:
Recognised individual reading,
spelling, numeracy test
Use recognised assessment of
underlying cognitive skills (eg speed
of processing, working memory,
phonological awareness).
Additional support /advice from
specialist teacher and/or EP
Individual targets incorporating
advice from specialist or EP
Alternative methods of assessment
Thresholds: Universal Standardised score(s) of between 65 and 85 or equivalent with evidence of one or more within normal range (using range of recognised tests) to suggest difficulties are not of a more general nature Literacy
Developing sight vocabulary
Weak phonological skills/difficulty applying phonological skills to decoding or spelling
Difficulty expressing and/or recording ideas
Sequencing
Organising written work Numerical skills
Difficulty understanding specific mathematical language
Difficulty moving to a symbolic level of understanding (eg using symbols to count and compute, relying on objects/hands)
Difficulty remembering or lack of fluency recalling number facts
Use of unhelpful computational strategies Coordination
Poor balance and coordination
Poor handwriting and fine motor skills
Lack of awareness of social space and related social difficulties General
Discrepancy between oral skills and other areas of the curriculum
Difficulty retaining verbal instructions
Slow response
Self-organisation
Poor self-esteem May have co-occurring difficulties with language impairment and/or ADHD (please see other categories)
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Specific Learning Difficulties London Borough of Bromley – Inclusion Support Service
Specific Learning Difficulties (Universal Funding)
Interventions, Equipment and Resources: All staff working with the student must have access to, and evidence of, at least basic training in meeting the needs of pupils with specific learning difficulties Careful assessment of the individual needs of the CYP will identify the most appropriate menu of strategies to be used at any one moment in time. Given the wide range of presenting features of pupils with SpLD, the following is designed as a guide and is neither definitive nor exhaustive.
A nurturing environment with opportunities for learning through play in the early years and primary phase to provide foundation for early literacy and numerical skills, with opportunities for small group experiences in a safe and secure space for young people in the secondary phase.
Quiet environment to assist concentration and learning.
Planning of differentiated work to ensure effective inclusion in the daily literacy and numeracy lessons, in English and mathematics lessons and in all areas of the curriculum.
Positive, specific praise and feedback
Clear classroom routines supported by visual cues.
Strategies to develop and extend listening, attention and retention. This may include learning breaks.
Alternative forms of recording which enable CYP to demonstrate knowledge without the requirement for extended written response.
Marking and assessment should be related to learning objective and knowledge acquired
Teaching and learning which is multi-sensory and well-structured with opportunities for repetition and consolidation of skills in literacy and numeracy.
Programmes to help with sequencing and organisational skills.
Activities to assist with developing fluent handwriting via a structured programme and addressing underlying fine motor skills, and/or opportunities to develop word processing skills.
Support for study skills and work planning, mind mapping techniques etc.
Homework to be differentiated and time-managed.
Support around organisation of homework and arrangements to ensure that tasks are clearly recorded.
Support to develop personal organisation in response to timetabling and managing possessions and equipment.
Access to curriculum groups where CYP are working with peers of similar levels.
Access to grouping that enables CYP to work with peers who will provide good role models for co-operative and independent application to task.
Provision of appropriate, readily available equipment to allow access to and participation in the curriculum eg pencil grips, range of scissors, writing slopes, coloured paper, coloured overlay
Access to “light touch” support from additional adult in class
Access to programmes such as: 1:1 tuition for underachieving children/young people, Literacy Plus, Reading and Writing Challenge, Fischer Family Trust interventions
At Key Stage 4, a focus on Functional Literacy and Numeracy Skills from 2010.
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Specific Learning Difficulties London Borough of Bromley – Inclusion Support Service
Specific Learning Difficulties (Targeted Funding)
Common Characteristics
Assessment, Targets & Review: Recognised individual reading,
spelling, numeracy test
Use of recognised assessment of
underlying cognitive skills (eg
speed of processing, working
memory, phonological
awareness)
Additional support / advice from
specialist teacher and/or EP
Individual targets incorporating
advice from specialist or EP.
Alternative methods of
assessment
Thresholds: Targeted Standardised score(s) of between 65 and 85 or equivalent with evidence of one or more within normal range (using range of recognised tests) to suggest difficulties are not of a more general nature Shows difficulties across a wider range of areas
Literacy
● Greater difficulty organising what they want to say to convey meaning, orally and in writing ● Great problems retaining basic sight vocabulary ● Very weak phonological skills ● Great difficulty with spelling, writing and presentation of work
Numerical skills
● Significant difficulty remembering and/or applying number facts ● Greater difficulty moving to a symbolic level of mathematical understanding ● Greater difficulty understanding mathematically specific language
Coordination
● Very poor coordination affecting participation in physical activities and/or making handwriting effortful General
● Greater difficulty following instructions ● Very poor organisational skills ● Very low self-esteem and self-confidence
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Specific Learning Difficulties London Borough of Bromley – Inclusion Support Service
Specific Learning Difficulties (Targeted Funding)
Interventions, Equipment and Resources: All staff working with the student must have access to, and evidence of, at least basic training in meeting the needs of pupils with specific learning difficulties Careful assessment of the individual needs of the CYP will identify the most appropriate menu of strategies to be used at any one moment in time.
Provision and use of specialist ICT for access.
Modification of curriculum for literacy and numeracy according to individual need.
Small group or individual teaching using structured cumulative materials to develop basic skills, with opportunities for overlearning and revision.
Tutor/mentor offering regular support for organisational skills.
Mentoring (Learning Mentor/Peer Mentor) eg self-esteem and confidence in learning
Strategies to support weak memory skills, both teacher-led and developing independent strategies.
Support for homework and arrangements to ensure that tasks are clearly recorded and that lesson based materials are available to CYP who have difficulty
with recording.
Strategies to facilitate transitions within the school day (transition from one teacher to another/ one subject class to another/from classrooms to outside
areas/dining room)
Well developed and planned strategies to support and facilitate transition from one setting to another/from setting to school/from primary to secondary
school/from school to post-16 provision) (e.g. the use of personal passports or files of coping strategies)
In Key Stages 3 and 4, it is sometimes helpful for CYP to have opportunities to follow oral based MFL courses.
In Key Stage 4 – small group teaching for Award Courses/Alternative Curriculum through Entry Level Course, alternative accreditation, work-related learning
and college opportunities, programmes to develop life skills.
Timetabling that allows for reduced options in Key Stage 4 in order to facilitate supported study options in other subjects.
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Specific Learning Difficulties London Borough of Bromley – Inclusion Support Service
Specific Learning Difficulties (Band 2)
Common Characteristics
Assessment, Targets & Review: Specialist assessment by external service,
discuss progress and give advice
EP report
Parents/carers and young person to be included at least twice a year.
At least twice yearly review of individual targets
Longer term planning with shorter targets to ensure progress
Time available weekly for relevant staff to plan, record and evaluate progress
Focussed targets / programme devised in conjunction with Inclusion Support and/or other agencies (eg SaLT)
SENCO to be fully aware of programme content and teaching approaches to monitor delivery
Thresholds: Consideration for SpLD provision
Needs to show a complexity of need across a range of areas eg speech and language, behaviour (including internalising)
Profound and persistent difficulties in areas identified at Universal and Targeted levels, despite systematic, structured intervention incorporating advice from specialist teacher, Educational Psychologist, OT/Physiotherapist or speech and language therapist as appropriate
Intervention, Equipment & Resources Access to and evidence of, more advanced training for staff involved Minimum requirement of intervention little and often ie minimum of 3 times / week. Intervention may be delivered by TA but must be under supervision of teacher.
Extra individual direct teaching sessions for short periods with focus on specific skills
Individually prepared materials using some pictorial presentation in place of written text
Small group support to develop basic curriculum skills
Wider ranging support to address specific areas of difficulty
Developmental programme to develop pre-requisite skills eg pencil and scissor control
Advice and support from outside agencies to develop programmes, strategies and approaches in collaboration with school
Physical environment methodically organised, well-defined and labelled using writing, visuals and tactile markers
Opportunities for small group work within classroom or withdrawal to address learning needs as appropriate
Focus on development of social skills, emotional well-being and enhancement of self-esteem
Careful choice of working partners and groups
Rewards and recognition for effort
Provision and use of specialist ICT for access and communication
Access arrangements, together with time to develop discrete skills associated with their use
Speech, Language and Communication London Borough of Bromley – Inclusion Support Service
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Speech, Language and Communication (Universal and Targeted Funding)
Common Characteristics Children and young people with significant speech, language and communication needs will generally be identified before school age or early in their school career. Some children may have late onset SLCN (e.g. due to head injury / illness) Children with less severe needs are often less easy to identify and may appear to be developing normally at an early age. Children and young people with speech, language and communication needs are at particular risk of experiencing literacy difficulties and behavioural, emotion and social development needs. ● difficulties understanding meaning of language ● difficulties in articulation and phonology ● difficulties with expressive language, putting words into meaningful sentences and/or forming structured sentences appropriate to age and development ● difficulties with vocabulary acquisition ● difficulties with listening and attention skills difficulties with auditory memory ● consequential difficulties of social interaction with peers, pragmatic kills and social communication
Assessment, Targets & Review:
Consult with parents and suggest/request referral to speech & language therapies if necessary
Regular reviews (minimum 2x per year) to include parents/carers and young person
Thresholds: Universal Language - could have difficulties with:
Comprehension
Asking/answering questions
Understanding basic concepts
Able to follow simple instructions in context but has problems with understanding more abstract or complex information
Some difficulties experienced in conveying more abstract and complex thoughts
Difficulty giving accounts of events e.g. retelling stories. Social Communication and Interaction:
Mostly confidence with occasional difficulty integrating or in fulfilling social activity
Mild, occasional upset, frustration, anger, distress, embarrassment, concern, withdrawal
Can show reluctance to comment in class/group situations Speech sounds:
Persistent immaturities into Key Stage 2
Some problems with sound development but generally intelligible and able to make needs known through speech
Capable of clear speech when prompted but clarity deteriorates in spontaneous speech
Intelligible to familiar listeners
Variable intelligibility to non-familiar listeners
Fluency:
May have a stammer which is causing the child, parent or school staff any degree of concern. May require regular input from speech and language therapist with advice for specific programmes to be followed in school Specialist input and/or additional resources required to access curriculum NB. Communication skills are significantly below the level of other skills
Speech, Language and Communication London Borough of Bromley – Inclusion Support Service
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Speech, Language and Communication (Universal and Targeted Funding)
Interventions, Equipment and Resources: School takes advantage of general training available relating to needs of children and young people with speech, language and communication needs (SLCN) School has clear development plan for staff training identifying continuing development needs in the area of SLCN Given the wide range of presenting features of pupils with SLCN the following is designed as a guide and is neither definitive nor exhaustive. Staff are aware of how the curriculum can be modified for children and young people with SLCN and differentiate appropriately
Reducing background noise when talking to the group as a whole – awareness of importance of acoustic environment
Positioning and grouping of child in class
Adults simplify language and emphasise key points
Adults ‘chunk’ information and allow time for processing
Allow extra time for speaking and listening activities
Avoid pressuring children to respond quickly
Use peer support when grouping and when appropriate during the school day
Allow time for development of social interaction through group work
Adult support for unstructured times of the day and extended school services
Create quiet, distraction free space for small group activities
Teaching methods include visual aids, signalling and alternative modes of communication to support understanding
Awareness of power of natural gesture to support communication
Using practical activities and experiential learning, including adults modelling learning and the provision of real objects
Careful consideration of complexity of pictures used to support learning – some illustrations are too complex to help
Visual timetables and individual checklists to support organisation and promote independence
Identifying and consistently using key vocabulary, including basic terms, for topic and displaying with visual prompts
Teaching generalisation of specific vocabulary and explicitly linking to other areas of the curriculum
Encouragement for pupil to be aware of own learning style
Awareness of speech, language and communication difficulties on self-esteem and behaviour
Time-limited targeted intervention groups for specific teaching of vocabulary, comprehension and inference, use of language, sentence structures, speech sound system, sequencing, active listening skills and social skills as appropriate
Organised, well defined physical environment with labels using text and visual prompts
Appropriate seating in all learning situations
Positioning of key adults to enable effective support and access to the curriculum
Use of visual prompts and symbols to support both written and spoken language in the classroom and around the school
Use of photographs and sound recording to record work and help children recall vocabulary and events and support sequencing
Teacher uses prompts and ‘scaffolding’ tasks to promote independent working e.g. writing frames, task timetables.
Encourage the pupil to seek clarification and teach strategies to ask for help
Allow time for pre teaching and review of key curriculum vocabulary and concepts
Use of basic signing, colour coding and symbol programmes e.g. Communication in Print
Speech, Language and Communication London Borough of Bromley – Inclusion Support Service
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Speech, Language and Communication (Band 2)
Common Characteristics Problems establishing curriculum concepts eg in mathematics and science
May have difficulty understanding some texts due to poor auditory and comprehension/prediction skills
May rely on visual prompts or following peers rather than verbal instructions
May only process part of instructions eg last sentence / last phrase
May have difficulty explaining events, thoughts and feelings
Speech may be difficult to understand by familiar listeners much of the time.
Assessment, Targets & Review:
SALT assessment and
recommendations for individual
targets
Parents/carers to continue
programme at home
Regular review of learning
Reviews with parents and young
person at least 2x per year
Thresholds: Complex, long-term speech and language difficulties causing barriers to learning and social relationships
Severe/moderate language impairment with problems in some areas which may involve one severe predominant area involving use/comprehension/ expression/ phonology
Language:
Needs clear context and visual support to follow instructions
Marked difficulty understanding concepts, vocabulary or grammar
Considerable difficulty organising expressive language and making meaning clear
Speech:
Free spontaneous speech often unintelligible
Good use of consonants and vowels at a single word level but poor transfer of sounds into sentences
Single words clear but connected speech poor
Intelligible to familiar listeners in context but partly unintelligible in context with unfamiliar listeners Social Communication and Interaction:
Self-confidence and social integration limited by communication difficulties
Selective mutism leading to behavioural difficulties and deteriorating
Able to achieve some limited social integration with educational activities
May not understand social situations and may respond inappropriately Fluency:
Severe stammer severely affecting confidence and peer relationships
Specialist input and/or additional resources required to access the curriculum
Requires regular input from SALT with advice for specific programmes to be carried out by school
Requires significant additional time from adults to facilitate effective communication
Continuing over reliance on teacher support in order to engage successfully in group work and / or social activity
Specialist input and/or additional resources required to access the curriculum NB. Communication skills are significantly below the level of other skills
Speech, Language and Communication London Borough of Bromley – Inclusion Support Service
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Speech, Language and Communication (Band 2)
Interventions, Equipment & Resources See also Band 1 Intervention, Equipment & Resources
Regular programme of 1:1 support to implement targets provided by SALT
May need small group support in some areas of the curriculum, particularly literacy
Small group work to within classroom or withdrawal to address speech, language and communication needs
Differentiated approaches and materials in advance of lessons
School reviews skills and knowledge of staff and engages in appropriate training relating to individual needs of young person with SLCN
Physical environment methodically organised and well-defined and labelled using written and visual prompts
Clear, predictable daily routines supported by range of strategies (visual timetable, lists, verbal reinforcement)
Strategies to facilitate transitions within school day (between subject classes, class to lunch, one teacher to another)
Well-developed and planned strategies to support and facilitate transition from one setting to another
Careful choice of groupings to facilitate social interaction and support establishment of friendships
Provision and use of specialist ICT for access and communication
Recognition of potential stress, anxiety , confusion and unhappiness SLCN can cause and provide positive support
Recognise that stress and anxiety may be expressed through unusual behaviour and specific teaching to address these needs
Speech, Language and Communication London Borough of Bromley – Inclusion Support Service
32
Speech, Language and Communication (Band 3)
Common Characteristics Depends very heavily on contextual cues and example of peers
Needs curriculum highly differentiated
Unable to work independently 50% of time
Significant difficulties accessing and participating in some aspects of the curriculum
More abstract concepts will need to be presented through practical demonstration
Assessment, Targets & Review: SALT assessment and recommendations
for individual targets
Parents/carers to continue programme at
home
Regular review by SALT
Thresholds: Language:
Severe receptive and / or expressive language disorder i.e. understanding and / or use of language are severely affected. Language skills are significantly below the level of other skills
Severe language impairment, involving more than one component of language eg use/comprehension/ expression
Speech:
Severely reduced sound systems
Not intelligible except to familiar adults in context Social, Communication and Interaction:
Self-esteem generally low
Difficulty establishing social integration and friendships with peers
Likely to withdraw from communication in class
Likely to misunderstand social situations and respond inappropriately
May show signs of distress and confusion
Impacts significantly on learning in most / all subjects
Requires regular input from SALT with advice for specific programmes to be carried out by the school
Requires significant additional time from adults to facilitate effective communication
NB. Communication skills are significantly below the level of other skills
Speech, Language and Communication London Borough of Bromley – Inclusion Support Service
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Speech, Language and Communication (Band 3)
Intervention, Equipment & Resources See also Band 1 and 2 Intervention, Equipment & Resources
1-1 speech and language programme, demonstrated by an SLT and carried out on a daily basis by school staff
Significant support in the classroom in areas where particular difficulties are experienced
Advice from a trained member of staff on developing social awareness
School reviews skills and knowledge of staff and engages in appropriate training relating to individual needs of young person with SLCN
Space provided to house any additional specific equipment and resources
School supports provision of different types of learning experience, individual, small group etc to ensure curriculum access and discrete skills teaching can
take place
Advice from SLT or specialist language teacher on differentiating curriculum
Use of signing and visual support
Speech, Language and Communication London Borough of Bromley – Inclusion Support Service
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Speech, Language and Communication (Band 4)
Common Characteristics
Assessment, Targets & Review: EHC level- intensive
Minimum 3 times week individual/group SLT
Thresholds: Severe and complex language disorder
Equipment and Resources:
Small group specialist language teaching for all key curriculum areas
Sensory – Hearing Impairment London Borough of Bromley – Inclusion Support Service
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Sensory – Hearing Impairment (Universal and Targeted Funding)
Common Characteristics Pupil attends mainstream school with support from The Hearing Team, Sensory Support Service
For support from the Hearing Team a child must meet the Service’s Criteria; advised by NatSIP; each child is considered individually and specific support is put in
place as appropriate; NB Level of hearing loss is not the only indicator used to determine the level of support required. A child’s needs may change throughout an
academic year or from year to year and is dependent on many factors. The child’s needs are reviewed regularly and support is revised accordingly.
The Hearing Team supports:
Children with a permanent bilateral hearing loss.
Children with a sensorineural mon-aural/unilateral hearing loss greater than 40dB in the affected ear
Children with Auditory Neuropathy Spectrum Disorder (ANSD) and a permanent hearing loss
Children with a conductive hearing loss who are prescribed a Bone Conduction Hearing Aid or Hearing Aids.
Written general advice is provided, on request, to parents and pre-schools/nurseries/and schools in Bromley about children with a conductive loss (e.g. Glue
Ear). These children are not seen on a regular basis by a Teacher of the Deaf (ToD) and are not added to the caseload unless they are referred to Sensory
Support by an Audiologist, ENT or an associated consultant as their loss is considered to be permanent in nature. These children can access language
communication groups at Griffins and families are welcome to speak to the ToD during these sessions.
The child must be resident or looked-after in Bromley or in a Bromley school. Out of Borough children will not be supported in a Private School in Bromley.
The Hearing Team provides:
Support, assessment and advice to the child, family and School from the time that a hearing impairment is diagnosed. Referrals are taken from Audiologists and ENT consultants and must meet the Service’s Criteria for intervention by a ToD.
On-going assessment of the functional use of hearing which informs the advice offered to parents and those working with the child.
Parents, carers, paediatricians, therapists, SENCos, School staff and other professionals may contact the Hearing Team for advice at any time.
Visits to the child at school. An Inclusion Plan will be provided to School staff, parents and all other professionals working with the child. The ToD will provide the School with a record of issues addressed during visits.
Advice regarding the use of hearing aids and cochlear implants.
Attendance at Audiology appointments if and when required by families or professionals.
Advice to develop communication, language, listening and social skills.
Assessment of the child’s communication skills and general progress using the National Curriculum levels and language assessments as appropriate; e.g. BPVS, ACE.
Advice on Educational Audiology and appropriate equipment requirements.
Advice on resources for families, class teachers and teaching assistants.
Advice on the delivery of National Curriculum Key Stage Tests, GCSEs, ‘A’ levels and NVQs.
Information regarding Sign Supported English, British Sign Language and Makaton.
Sensory – Hearing Impairment London Borough of Bromley – Inclusion Support Service
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Sensory – Hearing Impairment (Universal and Targeted Funding)
Common Characteristics (cont,)
Deaf awareness training and advice to Schools, families and other professionals working with the child to raise awareness on how to overcome barriers to learning.
Advice and support with the organisation and implementation of classroom management strategies to enable optimum access to learning and activities.
Support and advice regarding the child’s transition to primary school, secondary school, 6th Form, College and University.
Referrals to other professionals and agencies as required.
Joint working with other services and therapists including contributions to or attending multi-agency meetings.
Opportunity to meet with other families through ‘Tea at Griffins’; a drop-in session held termly, workshops at Griffins, signposting to Voluntary sector groups eg BDCS, NDCS, REMARK, Deaf Access, and, the ‘Friends of Griffins’ social events.
Key-working for the families of children who have hearing loss as their only difficulty.
Input to EHC plans.
Referral to Specialist Speech and Language Therapist as required.
Discussion with the Specialist Educational Psychologist as required.
Assessment, Targets & Review:
Pupils with difficulties suspected to be related to hearing loss:
o Referrals to School Nurse for a standard sweep and referral made to Audiology Clinic if appropriate.
o Parents advised to request a GP referral to Community Audiology.
o Hearing Test done by a ToD and referral to Audiology Clinic
Referral made to Hearing Team by Audiologist at CA or Tertiary Audiology Service.
Further and on-going audiological assessment by ToD and Audiologist
Individual recommendations and targets based on audiological assessment advised by ToD.
Regular review of needs arising from impairment
Thresholds: Mon-aural/Mild/ sensori-neural or permanent conductive hearing loss
With or without hearing-aids pupil has usable hearing for auditory development
Pupil may have some immaturities of speech, but is understood by most adults
Pupil may mis-hear and misunderstand oral information in the classroom or the playground. This will need to be monitored carefully.
Pupil may have additional needs, for example: o Auditory Neuropathy o Conductive overlay causing HI to fluctuate o Learning difficulties o Social Communication difficulties
Moderate/Severe hearing loss
With hearing aids pupil has usable hearing for auditory development
Language and oral communication skills are within age appropriate norms
Pupil may have some immaturities of speech, but understood by most adults
Pupil may mis-hear and misunderstand oral information in the classroom or the playground. This will need to be monitored carefully.
Pupil may have additional needs, for example: o Refusal to wear hearing aids o Social Communication difficulties o Learning difficulties o Auditory Neuropathy
Sensory – Hearing Impairment London Borough of Bromley – Inclusion Support Service
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Sensory – Hearing Impairment (Universal and Targeted Funding)
Interventions, Equipment and Resources: Pupil with mon-aural/mild/ sensori-neural and permanent conductive hearing loss requires:
Access to and input from a qualified Teacher of the Deaf to address hearing and learning needs, as advised by the NatSIP Eligibility Criteria.
Advice and support with the organisation and implementation of classroom management strategies to enable optimal access to learning and activities
(Recommendations on Inclusion Plan and subsequent memos)
Small group work on a regular basis to enhance learning and develop social skills
A Soundfield System or personal Soundfield System (if appropriate at Secondary School)
Advice and support with Audiological Management
Moderate/Severe hearing loss requires:
Regular access to and input from a qualified Teacher of the Deaf to address hearing needs, as advised by the NatSIP Eligibility Criteria.
Advice and support with the organisation and implementation of classroom management strategies to enable optimal access to learning and activities
(Recommendations on Inclusion Plan and subsequent memos)
Small group work on a regular basis to enhance learning and develop social skills
A Soundfield System and/or Radio Aid system
May need/benefit from Pre and Post tutoring
Advice and support with Audiological Management
Advice and recommendations provided by the Hearing Team should be incorporated into classroom practice Staff require Deaf Awareness training
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Sensory – Hearing Impairment (Band 2 and Band 3)
Common Characteristics
Assessment, Targets & Review:
Continuing assessment, advice and intervention by qualified Teacher for the Deaf
Specific targets related to hearing impairment
Regular review of needs
Thresholds: Moderate/Severe/Profound hearing loss
With hearing aids/cochlear implant has usable hearing for auditory development
Language and oral communication skills are delayed or within age appropriate norms*
May have a good range of speech sounds (intelligible) although their access to some high frequency speech sounds may be limited
Likely to misunderstand oral information in the classroom or playground. Requires regular CT or TA intervention and a high level of visual input
May have additional needs, for example: o Specific learning difficulties o Social Communication difficulties discorder/ASD o Learning difficulties o Auditory Neuropathy o Language Disorders
* Language and communication skills are within normal limits as a result of continuous direct intervention. Without this level of support, the child may not be able to maintain progress and achieve their potential.
Interventions, Equipment & Resources Moderate/Severe/Profound hearing loss requires:
Weekly or regular access to and input from a qualified Teacher of the Deaf
Advice and support with the organisation and implementation of classroom management strategies to enable optimal access to learning and activities (Recommendations on Inclusion Plan and subsequent memos)
Trained TA or note-taker to facilitate inclusion in mainstream classroom and understanding of the mainstream curriculum
Pre and Post tutoring with a trained Teaching Assistant (TA)
Small group work on a regular basis to enhance learning and develop social skills
A Soundfield System and/or Radio Aid system. Soundfield System advised by ToD or Audiologist and provided by the School. Radio Aid advised by ToD or Audiologist and provided by Sensory Support Service (SSS)
Advice and support with Audiological Management
Advice and recommendations provided by the Hearing Team should be incorporated into classroom practice Staff require Deaf Awareness training
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Sensory – Hearing Impairment (Band 4) High Needs Level 4 for Hearing Impairment equates to an EHC Plan but is recognised as being at a higher level of funding than in other areas of need
Common Characteristics Eligibility Criteria: Bromley’s Resource Bases for Deaf Children: Griffins, Primary Provision, accessing Darrick Wood Infant and Darrick Wood Junior Schools and
the Deaf Centre at Darrick Wood Senior School.
A severe to profound hearing loss with a significant delay in language development. Children with a moderate loss who have had a late diagnosis or poor
audiological management causing a significant language delay or a potentially progressive loss may also attend the Provision to boost early language skills and
confidence, with a view to eventually being in a mainstream class with support from the Hearing team.
Children with a moderate and progressive deteriorating loss who may need to be considered for Cochlear Implant (CI) or who need to learn British Sign Language (BSL) for their future communication mode may be advised to attend Griffins Primary Provision or the Deaf Centre. The Primary Resource Base provides:
Opportunities for parents (and children) to visit the Resource Base so they can make informed choices for their child’s education
Support and advice to the family once the pupil is placed at the Resource Base. This includes:
o attending mainstream meetings for the parents of new intakes (Nursery and Reception) and giving a brief talk to them about the Resource Base
o Ensuring all forms are completed by parents and routine information about the school and its procedures is known to them (and also for the base)
Opportunities for parental liaison with mainstream class teachers each term to discuss the child’s inclusion Plan, setting and reviewing targets
Opportunities for parental liaison with Speech and Language Therapist each term to devise a programme and set targets for the IEP
Request for EHC Plan initiated as/when in place organise annual reviews, transition reviews
Opportunities for parental liaison with Educational Psychologist
Opportunities for parents to attend workshops
Opportunities for parents to meet together
Opportunities to liaise with other professionals, in particular SEND colleagues, CI team
Timetables devised to support the individual language and communication and learning needs of the pupil (range of pupils within the base).
Base: Lessons planned, appropriate to the range of pupil’s needs
Completion of baseline assessments as required (locally and nationally)
On-going assessment of the child’s general progress using NC levels
On-going assessment of the child’s listening, speech and language development using DLS, DASL, BPVS, MPT, ACE, Renfrew, and other specialist
assessments
ToD Supports pupils throughout the year in mainstream lessons when appropriate
Pastoral support to support pupils and families
Support with home learning
Access to SaLT as appropriate
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Sensory – Hearing Impairment (Band 4)
Common Characteristics (cont,) Advice on Audiological management
Provision Team work closely with SaLT/EP/CI ToD/Audiologists/Mainstream Teachers/Staff
Opportunities for Peers to learn about Deafness
BSL lessons and a Deaf Studies Curriculum
Live English sessions to support local and emotional development and PHSE programmes
Access to Deaf adults working in the Provision or visiting
Assessment, Targets & Review:
Thresholds: Moderate, progressive hearing loss
With hearing aids, pupil currently has usable hearing for auditory development
Pupil may have some immaturities of speech production but can be understood by most adults
Pupil may be a reluctant speaker
Pupil may mis-hear and misunderstand some oral information
Pupil may have additional needs, for example:
o Specific Learning Difficulties
o Auditory Neuropathy
o Visual impairment
o Language Disorder
o May NOT have language for learning
Severe/Profound hearing loss – Oral communicators
With hearing aids/cochlear implant(s) pupil has usable hearing for auditory development though will require a
systematic programme to optimise listening skills
Pupil may have some immaturities of speech production but is understood by familiar adults or through context
Pupil mis-hear and misunderstand some oral information
Pupil need some visual cues and/or knowledge of signed supported English (SSE) to scaffold their language and
communication skills
Pupil may have additional needs, for example:
o Auditory Neuropathy
o Specific learning difficulties
o Visual impairment
o EAL
o Language Disorder
o Oro-motor difficulties
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Sensory – Hearing Impairment (Band 4)
Intervention, Equipment and Resources: Moderate, progressive hearing loss, requires:
Advice and support from Base ToD and TA’s concerning the child’s specific needs with particular regard to Inclusion and targeting of areas for
Support
Small group work on a regular basis to extend language and communication skills and to develop social skills and confidence
Access to Speech and Language Therapy as appropriate
Mainstream staff require Deaf Awareness training and opportunities to visit the Provision, observing small group learning and SaLT activities
Soundfield/Radio Aid
BSL Lessons
Deaf Studies Curriculum. Additional Social, Emotional Programmes.
Severe/Profound hearing loss – Oral communicators, requires:
Daily access to input from a qualified Teacher of the Deaf
Access to a broad and balanced curriculum
Access to specialist TA support within a mainstream class across most curriculum areas
Advice and support from Base staff concerning the child’s specific needs with particular regards to Inclusion and optimising use of residual hearing
Small group work most days to enhance learning which may include pre and post tutoring
A programme of Speech and Language Therapy delivered daily in small group or 1:1
A Soundfield system within the classroom and/or a Radio Aid system
SSE for scaffolding learning and communication
BSL Lessons
Mainstream staff require Deaf Awareness training and opportunities to visit the Base, observing small group learning and SaLT activities
Deaf Studies Curriculum
Additional Social, Emotional Programmes
Abbreviations NatSIP National Sensory Impairment Partnership previously known as SERSEN ToD Teacher of the Deaf TA Teaching Assistant SaLT Speech & Language Therapy BSL British Sign Language EAL English as Additional Language SSE Signed Supported English
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Sensory – Visual Impairment (Universal and Targeted Funding)
Common Characteristics There is a wide spectrum of visual impairment ranging from minor and temporary to severe
Pupils with moderate visual impairment which impedes access to curriculum and necessitates use of appropriate strategies
Young person has significantly reduced visual acuity (6/18 or worse) in both eyes which cannot be corrected by glasses
Some pupils may have better than 6/18 vision but there may be other factors contributing to visual difficulties e.g. nystagmus, photophobia
A defect in field of vision e.g. tunnel vision or loss of central vision
Deteriorating eye condition
Assessment, Targets & Review: School discuss needs with parents and involve
them in identifying action
A pupil may already be known to the Vision
Team
Discussion with Sensory Support Service will
support assessment of educational needs
If the pupil has not been seen by an
ophthalmologist in the first instance young
people should be referred to an optician
Advisory teacher to assess functional vision in
the education setting and identify action to
supplement clinical information
Individual provision map/IEP
Vision Team to provide a visual inclusion plan
giving information about vision, strategies to be
used, frequency of support from Vision Team
Targets to maintain appropriately high
expectations in terms of progress and
achievement
Regular reviews (at least twice yearly) to include
parents/carers and young person
Advisory teacher to carry out an environmental
assessment/audit
Thresholds: Pupils with moderate visual impairment access to curriculum and necessitate use of
appropriate strategies
Pupil will generally have a visual acuity range between 6/18 and 6/36
Some pupils may have better than 6/18 vision but there may be other factors contributing to
visual difficulties e.g. nystagmus, field loss
May have a condition only partially corrected by wearing glasses
May have tracking, scanning, depth, speed of work difficulties.
May have difficulties with spatial awareness e.g. PE
May have significant difficulty in the use of standard text and pictorial materials e.g. maps and
graphs
May also lead to
An ability to communicate with peers socially, especially 1:1 but may be on fringe, or unable to
follow rules of social interaction in a group
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Sensory – Visual Impairment (Universal and Targeted Funding)
Interventions, Equipment and Resources: School has procedures for effective multi-professional working School takes advantage of any training and ongoing support offered by the Vision Team re: needs of young people with visual impairments and differentiation of the curriculum to increase access for young people with special educational needs The Disability Equality Statement, School Accessibility Plan and the School Special Educational Needs Policy includes consideration of how to access the curriculum and physical environment can be improved for young people with visual impairment Environmental considerations re new build/ school refurbishment
Well organised classrooms with clear routeways
Contrast eg between carpet and skirting, skirting and walls, walls and doors
Lighting
Tactile markers, yellow paint marking on steps etc
Clearly signed routes
Window blinds in classrooms
Doors with both push plates and handles
Hazardous, immoveable/fixed objects should be highlighted eg playground furniture, pupil lockers Staff aware of how curriculum can be modified for young people with visual impairments and differentiate appropriately
Best seating arrangements in relation to the teacher/teaching focus and light source
Teachers verbalising work that is on the board
Learning materials clearly presented in an optimum print size
Large print books obtained if necessary
Teachers talking to young person about their optimum/preferred learning styles
Pupil reminded to use their specialist equipment e.g. low vision aids, dark pencil, sloping desk tops Targeted Funding Advisory teacher to work with class teacher/subject teachers to facilitate curriculum access. May include advice on adaptations or use of aids and equipment Special arrangements where necessary for internal and external examinations with advice from Vision Team Withdrawal sessions for small group work may be necessary to:
Provide extra time to complete tasks
Prepare young person for class activity / learning experience
Reinforce aspects of the curriculum
Provide additional hands on experience of materials, artefacts or equipment
Learn particular skills to improve curriculum access e.g. touch typing or use of magnifiers and other low tech specialist equipment
Increase social interaction with peers
Learn mobility skills after initial assessment by mobility and habilitation officer
Develop independent living skills if required Appropriate equipment may be recommended by Vision Team Low Vision Aids may be prescribed and supplied by a hospital Low Vision Aid clinic where appropriate Some adaptations to school environment may be necessary e.g. vertical blinds, highlighting of hazards Some printed materials or other learning materials/equipment may need to be modified to individual needs and time allocated for this purpose Support for Access Arrangements, ensuring time is allowed for young person to develop discrete skills associated with their use
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Sensory – Visual Impairment (Band 2)
Common Characteristics Severe Vision Loss Less than 6/36 – 6/60 Snellen/Kay (LogMAR 0.8 – 1.00) Functional Severe loss due to Cerebral VI
Assessment, Targets & Review:
Regular reviews of progress, at least twice a year to include parents/carer and young person
Vision Team to provide specialist equipment and training in it’s use (see Auxiliary aids for Children guidance 2012)
Thresholds: Severe visual impairment (partially sighted – 6/36 to 6/60)
Some pupils may have better than 6/36 to 6/60 vision but there may be other factors contributing to visual difficulties e.g. nystagmus, field loss
May be registered as sight impaired
Significant visual loss
Will have reading and recording difficulties using standard materials
Visual difficulty impairs mobility, emotional and social development, access to the curriculum and ability to take part in school activities without adaptation
May also lead to:
Reduced social integration
Poor self-confidence and low self esteem
Lack of awareness in social situations
Gaps in social development
Inability to accept sensory loss
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Sensory – Visual Impairment (Band 2)
Interventions, Equipment & Resources Needs as previously listed under Universal and Targeted funding and in addition:
School will engage in significant INSET provided by the Vision Team on visual impairment and implications for individual young person
Advisory teacher to work with class/subject teachers and support staff to facilitate curriculum access. This may include advice on adaptations or use of aids and equipment
Vision Team will advise on possible support implications, including deployment and training of any TA support
Teachers follow advice provided by Vision Team, as well as parents and health professionals etc regarding presentation of the curriculum
School engages in joint planning and provision of differentiated approaches and materials in advance of lessons
School supports provision of different types of learning experience, individual, small group, review and reflection etc to ensure curriculum access and discrete skills teaching can take place
School provides classroom space for equipment and a secure place to house any additional specific equipment and resources
Special arrangements for internal and external examinations with advice from Vision Team
Accessible learning materials are the responsibility of the school to provide. Vision Team to offer training and support on modification of materials
Large print books, textbooks in PDF format obtained from publishers or Vision Team
Bold lined/squared exercise books, paper
1 to 1 support on school trips
May benefit from using specialist equipment e.g.:
Low vision aids
Electronic magnifier – to access board work, small print and details in objects
Access to the interactive whiteboard through alternative means
Laptop / notebook / iPad to record work or notes
Accessibility software for ICT (e.g. speech or magnification technology)
Access to alternative monitors
Sloping desk, copy holders and other access aids
Tactile curriculum resources
Support Implications: It will be possible to include young person in group learning situations but in some cases a TA or teacher will need to facilitate individual visual access to the curriculum, including adaptation/modification of curriculum resources into large print. This may take the form of adapting text or diagrams to make them visually accessible or by being their “eyes” in a situation where direct visual access is not possible. Assigned TA will need to supervise and assist in practical lessons in which health and safety may be compromised by poor vision. In all cases the main purpose of support is to enable independent learning wherever possible. Access to qualified paediatric mobility and habilitation officer to teach orientation skills around school and to/from home as appropriate
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Sensory – Visual Impairment (Band 3)
Common Characteristics Profound Vision Loss Less than 6/60 –Snellen/Kay (LogMAR 1.02) Profound loss due to Cerebral VI
Assessment, Targets & Review: Significant assessment of needs and a
regard to Risk Assessment and Health and Safety should take place to facilitate adaptations to the school environment and systems
Targets specifically related to visual difficulties
Thresholds: Significant visual loss (6/60 or below including blind with or without light perception)
May be registered Severely Sight Impaired
Cerebral VI or complex needs and visual impairment
May need to use electronic aids to read/record (e.g. Braille Note)
May have rapidly deteriorating visual condition.
Sight difficulties will place young person at risk of injury with particular reference to practical subjects
Adaptations will be required to the environment to ensure safe access
May need media in non-standard format e.g. Braille, tactile diagrams
High level of support for effective use of specialist equipment by learner and key staff
Braille teaching for parents/carers
Intervention, Equipment & Resources Needs as previously listed under Universal and Targeted funding and in addition:
Regular support from advisory teacher (NatSIP support criteria) and advice on inclusion
All learning materials for Braillists produced in Braille, audio or tactile formats. This needs to be prepared in advance of lessons
Key staff trained to adapt the curriculum
Ongoing training on Braille and adaptation for support staff
Long term programme of Braille teaching for pupil
High level of equipment including ICT and training in its’ use for pupil and staff
Advice from Vision Team regarding equipment/new technology which becomes available
Teach pupil to organise equipment, file work, locate materials etc
Special arrangements for internal and external examinations with advice from Vision Team
Text books obtained from Publishers or scanned in house and produced in Braille or very large print when necessary
Liaison with National Library for the Blind
Support with developing self-help and independence including confidence using aids
Counselling as appropriate
Sight difficulties may place young person at risk of injury in school environment without some special arrangements or adaptations eg around school, at playtime or in certain subjects
Ongoing work on mobility programmes provided by habilitation and mobility officer
Pupil and school staff to receive specific training in sighted guide methods
PE made accessible or individual programme planned
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Sensory – Visual Impairment (Band 4)
Common Characteristics Mild multi-sensory loss – Dual impairment with a mild loss in both modalities Moderate multi-sensory loss – Dual impairment with a moderate loss in both or the most affected modality Severe multi-sensory loss – Dual impairment with a severe loss in both or the most affected modality Profound multi-sensory loss – Dual impairment with a profound loss in both or most affected modality
Assessment, Targets & Review:
Significant assessment of needs and Risk Assessment with regard to Health and Safety to facilitate adaptations to school environment and systems
Targets specifically related to sensory difficulties
Regular review of needs
Thresholds: Multi-Sensory Impairment
Combination of significant visual and hearing difficulties
May have additional disabilities (complex) needs which make it difficult to ascertain intellectual abilities
Significant difficulty accessing curriculum and environment
Difficulties in perception, communication and acquisition of information
Incidental learning is limited
Combination of difficulties may result in high anxiety and multi-sensory deprivation
Will require specialist teaching / support in order to make good use of residual hearing and vision together with other senses
Will need alternative means of communication
Significant long-term difficulties requiring specials and/or additional support to access the curriculum, which have significant resource implications for the school
Range of other educational needs
Adaptations will be required to environment to ensure safe access
High levels of Special Educational Needs in some other areas e.g. physical, behavioural
Intervention, Equipment and Resources: Needs as previously listed under Universal and Targeted funding and in addition:
Advice from MSI teacher (commissioned from specialist service)
Mobility aids and/or adult supervision
Very high level of support in order to access curriculum
High level of support and training in use of specialist mobility and communication aids
High level of liaison between teacher of visual impairment and Teacher of the Deaf.